1,721,012 research outputs found
Summary
No full textCrises are part of life on earth and varying in scale (local, regional, global) and time (from short term to long term). Many of them are relevant for forestry and forestry education. Specially, the Covid-191 pandemic is a drastic example, which has had negative impacts on teaching and learning. In his introduction NORBERT WEBER (president of the SILVA Network) stated that this crisis perhaps could have a positive side-effect in a growing competence in digital teaching and learning in higher forestry education. Some examples are discussed below, expanded, as is the tradition in the SILVA Network, with contributions concerning higher forestry education
Summary
No full textCrises are part of life on earth and varying in scale (local, regional, global) and time (from short term to long term). Many of them are relevant for forestry and forestry education. Specially, the Covid-191 pandemic is a drastic example, which has had negative impacts on teaching and learning. In his introduction NORBERT WEBER (president of the SILVA Network) stated that this crisis perhaps could have a positive side-effect in a growing competence in digital teaching and learning in higher forestry education. Some examples are discussed below, expanded, as is the tradition in the SILVA Network, with contributions concerning higher forestry education
Higher forestry education in times of multiple crises: crises as framework conditions, challenges and triggers for improvements: Proceedings of the SILVA Network Conference held at the School of Agriculture and Food Science, University College Dublin, Ireland, June 28th – 30th 2022
No full textThe publication Higher Forestry Education in Times of Multiple Crises presents an in-depth analysis of the challenges and transformations in forestry education amid global crises, including the COVID-19 pandemic. It highlights the adaptation of digital learning methods, the impact on practical training, and the necessity of crisis management competencies in forestry curricula. Key findings from emphasize gaps in forestry education, such as limited attention to social issues and traditional knowledge. The proceedings also discuss pedagogical improvements, including reflective teaching methods and professional development for forestry educators. Additionally, the role of international policy initiatives, such as Forest Europe, in shaping forestry education and employment opportunities is explored.:Summary
Pieter Schmidt 1
Introduction
Norbert Weber 4
Keynote: The FAO-ITTO-IUFRO global assessment of forest education – reflections to university education
Mika Rekola 6
Opinion of students of the Faculty of Forestry of the Warsaw University of Life Sciences on remote learning during the pandemic
Marta Aleksandrowicz-Trzcińska, Emilia Janeczko, Karol Bronisz 22
Can online learning deliver quality higher forestry education? A cross-continental analysis
Alex Bimbo Onatunji 34
How to become a better forestry teacher and prepare your students to meet the global challenges
Anne Nevgi, Niclas Sandström, Mika Rekola 51
Forest Europe introduces itself – What is behind the political process?
Vera Steinberg 60
Participants 63
SILVA Network Publications 6
Higher forestry education in times of multiple crises: crises as framework conditions, challenges and triggers for improvements: Proceedings of the SILVA Network Conference held at the School of Agriculture and Food Science, University College Dublin, Ireland, June 28th – 30th 2022
No full textThe publication Higher Forestry Education in Times of Multiple Crises presents an in-depth analysis of the challenges and transformations in forestry education amid global crises, including the COVID-19 pandemic. It highlights the adaptation of digital learning methods, the impact on practical training, and the necessity of crisis management competencies in forestry curricula. Key findings from emphasize gaps in forestry education, such as limited attention to social issues and traditional knowledge. The proceedings also discuss pedagogical improvements, including reflective teaching methods and professional development for forestry educators. Additionally, the role of international policy initiatives, such as Forest Europe, in shaping forestry education and employment opportunities is explored.:Summary
Pieter Schmidt 1
Introduction
Norbert Weber 4
Keynote: The FAO-ITTO-IUFRO global assessment of forest education – reflections to university education
Mika Rekola 6
Opinion of students of the Faculty of Forestry of the Warsaw University of Life Sciences on remote learning during the pandemic
Marta Aleksandrowicz-Trzcińska, Emilia Janeczko, Karol Bronisz 22
Can online learning deliver quality higher forestry education? A cross-continental analysis
Alex Bimbo Onatunji 34
How to become a better forestry teacher and prepare your students to meet the global challenges
Anne Nevgi, Niclas Sandström, Mika Rekola 51
Forest Europe introduces itself – What is behind the political process?
Vera Steinberg 60
Participants 63
SILVA Network Publications 6
Forest Europe Introduces Itself – What is behind the political precess?
No full textForest Europe presented itself during the 2022 SILVA Network annual meeting in Dublin. This Ministerial Conference on the Protection of Forests in Europe has under the German chairmanship three main streams; one of which is Green Jobs and Forest Education. Progress here was discussed
Forest Europe Introduces Itself – What is behind the political precess?
No full textForest Europe presented itself during the 2022 SILVA Network annual meeting in Dublin. This Ministerial Conference on the Protection of Forests in Europe has under the German chairmanship three main streams; one of which is Green Jobs and Forest Education. Progress here was discussed
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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